沉默教学法(英语)

Culture:
Culture is an inseparable part of language. Language reflects culture. Everyday life, art, literature. etc. should be learnt.
Culture:
Stop!
Please repeat
The Silent Way
What is the Silent Way ?
It is the name of a language teaching method devised by Dr. Caleb Gattegno.
Background
American educator, Caleb Gattegno created in the 70s, 1983. Basic principle: Teaching should be subordinated to learning. Teaching is to serve learning process rather than to dominate it. Learners are actively searching for rules of the target language regarding to the learner in the cognitive approach.
The silent way is onehing, the teacher has to be silent as much as they could, but the learner has to be encouraged to produce as much language as possible.
C. Actively engage in exploring the language.
Techniques and Principles: 3. Peer correction
Students are encouraged to help another student when he or she is experiencing difficulty.
The colored Cuisenaire rods奎西奈彩色棒
one pointer
The teacher uses charts, gestures, and manipulatives to elicit and shape student responses and so must be both facile and creative
Goals:
A. Students should be able to use the language for self-expression.
B. Students need to develop their own inner criteria for correctness by each other or themselves without the dependence of the teacher.
Techniques and Principles: 1. Teacher‟s roles:
A. Start with something the students h already known and build from that the unknown. B. As a technician or engineer: The teacher is a silent helper who only gives what help is necessary. C. Respect the autonomy of the learne in their attempts at relating and interacting with the new challenges
one word per finger
Open wider, please!
Comparison with the traditional teaching methods
Traditional teaching methods strongly focus on repetition of sentences modeled by the teacher, and a process through guided elicitation exercises to freer communication.
as a pantomimist and puppeteer.
Within the atmosphere of silence, learners would concentrate on the task to be accomplished and the potential means to its accomplishment.
Next…
The silent way
• Advantages • Disadvantages • Conclusion
Learners go on to create their own utterances
by putting together all the information they have.
Learners only have themselves and the group to rely on, and they need to work cooperatively rather than competitively.
The approach is called the Silent Way because the teacher remains mainly silent, to give students the space they need to learn to talk. In this approach, it is assumed that the students' previous experience of learning from their mother tongue will contribute to learning the new foreign language. The acquisition of the mother tongue brings awareness of what language is and this is retained in second language learning. The awareness of what language is includes the use of non-verbal components of language such as intonation, melody, breathing, inflection, the convention of writing, and the combinations of letters for different sounds. Rods, pictures, objects or situations are aids used for linking sounds and meanings in the Silent Way.
Background
Errors signs that students were actively testing their hypotheses. No English teaching methods are directly from cognitive approach, but a number of innovative methods emerged.
Techniques and Principles: 4. Self-correction gestures
The teacher will use some gestures to direct the students.
Techniques and Principles: 5. Structured feedback
Though teachers modeling is minimal, learners are
expected to develop independence, autonomy,
and responsibility.
The absence of correction and repeated modeling from teachers require students to develop “ inner criteria” and to correct themselves and their peers.
A. Students learn to take responsibility for their own learning by becoming aware of an decontrolling how they use certain learning strategies in class. B. The teacher accepts the students’ comments in a nondefensive manner. C. This will give him direction for where to work on next.
Comparison with the traditional teaching methods
In the Silent Way, the indirect role the teacher is required to assume in directing and monitoring learner performance, the responsibility placed on learners to figure out and test their hypotheses about how the languages work.